The following interventions have been shown to be effective in assisting students who struggle:
Teaching students to go back and re-read when meaning breaks down This was effective not only in teaching students to recognize when they no longer understood what they were reading, but it gave them more confidence to learn that even proficient readers don’t understand everything the first time through
Teaching students to stop and think every so often Stopping and thinking helps students digest the text in smaller portions and helps them more easily pinpoint areas where they are confused. Also, by stopping to think about meaning, the students are better able to link pieces of the text together as a whole.
Teaching students to read ahead for clarity If re-reading does not help students comprehend, sometimes reading ahead can clear up misunderstandings or confusion. If both re-reading and reading ahead are ineffective, it may be a sign that the text is too difficult for the student.
Teaching students to rephrase what they have read in their own words If students are able to retell or rephrase portions of the text without repeating it exactly, it is a sign that they were able to make meaning from the text. This also works well with test questions, which can often be vague or confusing.
Teaching students to go back and re-read when meaning breaks down
This was effective not only in teaching students to recognize when they no longer understood what they were reading, but it gave them more confidence to learn that even proficient readers don’t understand everything the first time through
Teaching students to stop and think every so often
Stopping and thinking helps students digest the text in smaller portions and helps them more easily pinpoint areas where they are confused. Also, by stopping to think about meaning, the students are better able to link pieces of the text together as a whole.
Teaching students to read ahead for clarity
If re-reading does not help students comprehend, sometimes reading ahead can clear up misunderstandings or confusion. If both re-reading and reading ahead are ineffective, it may be a sign that the text is too difficult for the student.
Teaching students to rephrase what they have read in their own words
If students are able to retell or rephrase portions of the text without repeating it exactly, it is a sign that they were able to make meaning from the text. This also works well with test questions, which can often be vague or confusing.
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